|Name||St Jude’s CofE Primary School|
|Ofsted Inspection Rating||Good|
|Address||St Nicholas Street, Portsmouth, PO1 2NZ|
|Religious Character||Church of England|
|Number of Pupils||410 (49.8% boys 50.2% girls)|
|Number of Pupils per Teacher||18.7|
|Percentage Free School Meals||23.2%|
|Percentage English is Not First Language||38.2%|
|Pupils with SEN Support||12%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (12 February 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school is larger than the average-sized primary school. The school is designated as a Church of England primary school. It was last inspected under section 48 in July 2015. The majority of pupils are from White British backgrounds. The proportion of pupils eligible for the pupil premium is in line with the national average. The proportion of pupils with SEND is lower than the national average. The proportion of pupils who speak English as an additional language is higher than the national average. The headteacher is on maternity leave. The deputy headteacher has been acting headteacher since September 2018. A key stage leader is acting deputy headteacher. The school provides a breakfast and after-school club for its pupils.
Summary of key findings for parents and pupils
This is a good school Leaders have addressed the areas for improvement from the school?s previous inspection effectively. The good quality of teaching now means that pupils make strong progress. Leaders have established a culture of high expectations for pupils and staff. Attainment is above average, and pupils are well prepared for secondary school. Middle leaders have good subject knowledge. However, they do not monitor and evaluate teaching and learning in enough depth. Consequently, they have a limited impact on improving achievement. Governors are skilled and know the priorities for the school in detail. They hold leaders to account rigorously for pupils? outcomes. Teachers have strong subject knowledge. However, there are times when the level of challenge does not stretch pupils? thinking, particularly the most able pupils. Teachers plan engaging lessons. Occasionally, staff do not monitor how well pupils are learning in lessons. They do not adapt tasks swiftly enough to ensure that strong progress is maintained. Teaching assistants are skilled and well deployed. They contribute significantly to pupils? academic success and well-being. Pupils achieve well in English and mathematics and in other subjects, including science and history. The curriculum is diverse and interesting. It makes a strong contribution to pupils? learning and personal development. Pupils with special educational needs and/or disabilities (SEND) make good progress. Teaching and well-planned support meet their needs well. Leaders use the pupil premium funding effectively to provide extra help for disadvantaged pupils. Consequently, these pupils make good progress. Pupils behave well and have positive attitudes to learning. They respect and listen to one another and work well together. The early years is well led. Children are confident and happy. They receive good-quality teaching and make strong progress.